习作是语文教学的重要组成部分,习作教学是一直困扰着教师和学生的难题,甚至有点“谈作色变”。所有语文教师可能都会有这样的感受:习作批改成为小学语文老师的一大包袱,“苦不堪言”。大到谋篇布局,小到标点符号都应一一细看、加以推敲,最后还别忘了对全文作一下总评,否则会给你戴上“批改不认真”的帽子。然而这样的批改究竟能对小学生的习作能力提高有多大的促进作用?我想,其关键不在于老师改得多详细,而是在于改得是否有效。翻开习作本,这样的现象不少见:最后的批语诸如“中心不够明确、事情写得不够具体、详略不分、文中错别字较多”等一段笼统的 Exercises are an important part of Chinese teaching. Exercising teaching is a difficult problem that has plagued teachers and students all the time. All Chinese teachers may feel that writing is a big burden to the primary language teachers and “miserable”. Large to the layout of articles, small punctuation should be one by one look, to be considered, and finally do not forget to make a general comment on the full text, otherwise it will give you put on “not serious” hat. However, how can such a modification help promote the ability of primary schooling? I think the key lies not in how the teacher changes in more detail but in whether the change is effective. Open the practice book, such a phenomenon is not uncommon: the last comment such as “center is not clear enough, things are not written enough specific, detailed regardless, the text more typos ” and a general